The Virtual Vee Map, A Template for Internet Inquiry (Coffman, Riggs,

Journal of College Science Teaching, p. 32-39, September, 2006)

The Virtual Vee Map

8/14/2006 - Margaret Coffman and Leela Riggs
The Virtual Vee Map proved successful in promoting student learning in the areas of inquiry
and data analysis using resources and data available on the internet. A postsurvey found
that a majority of students enjoyed collecting and interpreting the data to find an answer to
their own inquiry question.
With all of the information available on the internet, it can be a
great resource to help bolster students content knowledge. But
what about using it to improve their higher-level thinking skills? If
you consider the process skills that are necessary to conduct a
strong inquiry project, you may come up with severaleach
challenging the student at a different level of thinking (see Table
1).
Table 1. Process skills and associated thinking levels involved
in conducting an inquiry project.
Process skill
Thinking level (Blooms)
Observation
Knowledge
Predicting
Comprehension
Hypothesizing
Application
Identifying and controlling variables Application
Collecting data
Comprehension
Interpreting data
Analysis
Inferring
Analysis
Making tables and graphs
Analysis
Communicating
Analysis, synthesis, evaluation
If you reflect upon the range of thinking that students are expected to exhibit during an
inquiry project, it becomes necessary to ensure that your students are armed with these
skills in order for them to succeed with the project at hand. We have found that our students
can successfully design and conduct a controlled experiment and collect reasonable data;
however, their skills decline precipitously when asked to summarize and interpret their data
and to place results in a larger context. In general, students often struggle in reorganizing
the concepts and data involved in an inquiry project; without these skills at the
comprehension level, it is difficult for them to progress to the higher levels of thinking
(analysis, synthesis, and evaluation) needed to complete the project (Takayama 1993).
Others have also reported that many students need practice in data analysis and
interpretation (Harwood 2004). Overall, we found that most of our students were successful
in the skills at the knowledge and comprehension levels, and that some were able to
perform skills at the application level, but most were unable to analyze and evaluate the
implications of their project outcomes. Therefore, we felt that it was important to focus on
the skills at the higher thinking levels.

Our students are elementary preservice teachers, with the majority being nonscience
majors. The elementary science methods course focuses on the best practices for teaching
science, but restricts its content to life science. (These students are also required to take
courses in physical science and Earth science.) Each semester, there are approximately 250
preservice teachers enrolled in the elementary life science methods course. The course is a
hybridstudents meet in class three hours a week and are expected to spend approximately
two hours a week completing online assignments using the WebCT platform. Due to its
hybrid nature, course objectives include increasing confidence in using technology and
online resources. Our course objectives also include gaining confidence and practice in
inquiry as one method for teaching science. Overall, we strive for our students to complete
our course armed with the knowledge and skill levels to successfully implement inquiry
projects and activities in their own elementary classrooms.
Because our students were capable of designing a sound experiment, we decided to focus
on the latter half of an inquiry project, those steps that required higher levels of thinking.
Instead of concocting data sets for students to work with, we turned to the internet.
Students were already logged on each week, therefore it seemed like a natural extension to
ask students to work with online data and submit their projects online through the WebCT
site. Information on the internet has long been used by instructors to supplement students
content knowledge and by students in writing term papers. However, there is a plethora of
information on the internet that does not come neatly organized in clickable outlines. This
information is such that students cannot simply cut and paste and forget to reference. Realworld data collected by working scientists are available from several reliable sources,
including many federal and state government agencies.
We searched the internet for data sets that we felt our students would be able to utilize and
decided on eight websites (Table 2) that emphasized real-world connections by offering data
concerned with the students environment (e.g., water and air quality) or with activities that
had been performed during face-to-face class time (e.g., inheritable traits). Many of the
websites focused on data collected in Michigan (our home state) because our hope was to
spark student interest in the local community or environment. In fact, many students did
want to investigate the air and water quality in the areas where they lived or vacationed. You
may find similar data by visiting the comparable sites for your own state. Alternatively, you
may find data that support or relate to your specific science discipline.
Table 2. Web-based inquiry sites. Students were directed to
examine the data provided at these sites and use one or more
sites to conduct their inquiry project.
Website host and address
Website
Example
descriptio student
n
inquiry
question
given
by
instructor
Michigan Department of Environmental
Provides
Does air

Quality
(MI DEQ), Michigan Air Quality Index
www.deq.state.mi.us/aqi

data
concerning
the overall
air quality
at various
locations
around
Michigan.
Michigan Department of Environmental
Provides
Quality
data
(MI DEQ), Michigan Particulate
concerning
Concentrations
the
www.deq.state.mi.us/aqi/pm.asp
particulate
matter in
the air for
various
locations
around
Michigan.
Michigan Department of Environmental
Provides
Quality
data
(MI DEQ) Michigan Beach Monitoring System concerning
www.deq.state.mi.us/beach/public/default.a the E. coli
spx
bacteria
count at
public
beaches in
different
counties
around
Michigan.
Down the Drain
Provides
http://k12science2.org/curriculum/drainproj data
(Bodzin and Cates 2003)
concerning
water use
by
participatin
g schools
from
around the
world.
Human Genetics: A worldwide search for the Provides
dominant trait
data
http://k12science.org/curriculum/genproj
collected
from real
people
around the
world
regarding
seven
human
traits: ear
lobes,
forelock

quality
differ with
the days of
the week?

How do the
average
airparticulate
-matter
readings
vary over
the course
of 24
hours?
How do the
E. coli
counts
compare
between
the Upper
Peninsula
beaches
and
beaches in
southeast
Michigan?
How does
water
usage
differ
between
midwester
n and
southwest
ern states?
How does
the
distribution
of traits
compare
between
New Jersey
and Texas?

National Biological Information

Infrastructure
Invasive Species Information
http://invasivespecies.nbii.gov/index.html

color,
dimples,
thumb
shape,
pinky
shape, middigit hair,
and
colorblindn
ess.
Provides
information
about
invasive
species
throughout
the United
States.

How does
the habitat
of the
native
range
compare to
the
invaded
habitats
for six
species
(nutria, fire
ants, zebra
mussels,
African
bees, Asian
clams, and
brown tree
snakes)?
River Rouge Bird Banding Data
Provides
Are the
www.umd.umich.edu/dept/rouge_river/bandi information birds that
ng.html
concerning are most
various
commonly
species of
banded
birds that
also the
have been birds most
banded in
commonly
the River
recovered?
Rouge area
of Michigan
since 1992.
Michigan Natural Feature Inventory,
Provides
How does
Michigan State University
information the rank of
http://web4.msue.msu.edu/mnfi
concerning listed birds
many of
from
the
Michigan
different
compare
species
with their
that call
global
Michigan
ranking?
home,
including
their status
(endangere

d,
threatened)
.
Once we had found these websites, the next challenge was designing a template for
students to use in reporting their inquiry project. With 250 projects to grade, we felt that the
template had to be concise but still allow students the freedom to express their strengths in
data analysis and interpretation. A colleague introduced us to the Vee Map, and we felt that
it would make the perfect template for our internet inquiry project.
The Vee Map
The Vee Map, also called the Vee diagram or Vee heuristic, was first introduced in 1977 by
Gowin (Novak and Gowin 1984) and has since been used as a template for students to
record course laboratory activities (Roehrig, Luft, and Edwards 2001; Roth 1990), a tool to
aid students in deciphering primary scientific literature (Gurley-Dilger 1992), and even as an
evaluation record for interviews associated with performance assessments (Novak and
Gowin 1984).
The overall purpose of the Vee Map is to highlight the interrelationship of concepts and
methods that interact during knowledge construction or analysis. Students begin by
describing the known concepts that support their investigation. Next, they record the events
that occur during their investigation and analyze how to summarize this new information.
Finally, students must interpret these new events in light of the known concepts.
The main function of the Vee Map is to promote learning through student investigation. It
seemed that we had been given the perfect tool. Students could investigate the data sets,
decided on an inquiry question, tease out the relevant data from the larger set, and focus on
summarizing and interpreting their findings in light of their inquiry question. In all of the
examples we had encountered, such as those described above, the Vee Map had proven
useful in hands-on or face-to-face science settings. Due to our internet setting, however, the
Vee Map was in need of some revision in order to focus on the knowledge and events that
our students would be encountering. We began with the Versatile Vee Map designed by
Roehrig, Luft, and Edwards (2001) and modified it to fit a virtual environment rather than a
physical one.
The Virtual Vee Map Inquiry Project
The Virtual Vee Map Inquiry Project was designed with two main objectives in mind:
1.
2.

To strengthen student inquiry skills at the analysis, synthesis, and evaluation levels.
To introduce students to internet resources that parallel class content and may be
used for inquiry projects with their future students.
All of the information that students needed to complete their Virtual Vee Map was posted in
a learning module on the course WebCT site. Students were first asked to read Versatile Vee
Maps by Roehrig, Luft, and Edwards (2001). Students were then directed to read the

descriptions of the eight recommended web-based inquiry (WBI) sites (Table 2) document
and choose one or more to investigate. Directions on how to navigate to the data on each
site were given in the WBI sites document. In addition, students were given two sample
questions to guide them in designing an acceptable inquiry question. Students were allowed
to use a website not designated on the WBI sites document if it was approved prior to the
start of their project.
A Virtual Vee Map template (Figure 1) was provided for students to download, complete, and
submit by attaching it to an assignment page in the WebCT learning module.
Figure 1. Virtual Vee Map template. Students completed this
template and then attached their finished project to the WebCT
assignment page.

In addition, we provided students with a completed sample Virtual Vee Map and a rubric
(Figure 2) to help them in completing their own project and achieving the grade that they
desired.
Figure 2. The Virtual Vee Map rubric.
Inquiry question
What do I want to find out? What do I need to know? Refer to the List
of Approved Websites for example questions.
8 Inquiry question is clearly stated and directly relates to the data
from the chosen website. Inquiry question requires analysis of more
than one subset of data from the chosen website in order to be
answered (for example, a comparison.) Inquiry question may also
require data from additional websites in order to be answered.
6 Inquiry question is clearly stated and directly relates to the data
from the chosen website. Inquiry question requires analysis of more
than one subset of data from the chosen website in order to be

answered (for example, a comparison.)

4 Inquiry question is clearly stated and directly relates to the data
from the chosen website.
2 An inquiry question is stated but only marginally related to the
chosen website.
0 An inquiry question may be stated but is not clear or not related to
the chosen website, or no attempt was made to compete the section.
Word list
What do I know? What words should I use to search and find more
information? List 6-10 words/phrases that you will use to search the
internet for background or additional information that will help you
design a question, conduct your inquiry, and draw your conclusions.
8 Thorough list of relevant key words encompassing the inquiry topic.
6 Relevant key words describing the inquiry topic.
4 Associated words listed, but some key words are missing.
2 Limited list of associated key words.
0 Sparse list or no attempt made to complete the section.
Graphic Organizer/Thinking Map (GO/TM)
How are these ideas connected? Design a thinking map or graphic
organizer that displays the relationship among the words from your
word list. Save your GO/TM as a .doc file.
12 Almost all words in the word list are used. Words are organized
correctly and the GO/TM addresses the inquiry topic. GO/TM is
appropriate for the type of organization displayed (e.g., flow map for
organizing ideas in a sequence, bubble map for organizing descriptors
around a central idea). The GO/TM includes a complex organization of
the key words (e.g., a combination of two or more thinking maps: flow
map + bubble map).
9 Most words from the word list are used and linked accurately. The
GO/TM addresses the inquiry topic, and an attempt is made to display
a complex or hierarchical organization of the key words (e.g., brace
map, tree map). The GO/TM is appropriate for the type of organization
displayed (e.g., flow map for organizing ideas in a sequence, bubble
map for organizing descriptors around a central idea).
6 Some words are used from the word list. The GO/TM needs
additional clarification. There may or may not be an attempt at a
complex organization of the key words.
3 The GO/TM does not directly address the inquiry topic. Some words
are used from the word list, and the organization is simple (e.g.,
bubble map).
0 Limited GO/TM with few words, or no attempt was made to
complete the section.
Hypothesis
What statement do you think the data from your chosen website will
support?
8 The hypothesis is presented as an IFTHEN statement. The
hypothesis is testable and falsifiable by the data provided at the
chosen website(s). The hypothesis is clearly stated and directly
relates to the inquiry question. The hypothesis reflects a clear
understanding of the inquiry topic.
6 The hypothesis is presented as an IFTHEN statement. The
hypothesis is testable and falsifiable by the data provided at the

chosen website(s). The hypothesis is clearly stated and addresses the

inquiry question.
4 The hypothesis is presented as an IFTHEN statement. The
hypothesis is clearly stated and addresses the inquiry question.
2 The hypothesis may or may not be presented as an IFTHEN
statement. The hypothesis may lack clarity or a clear connection to
the inquiry topic.
0 A hypothesis may be stated but is not clear or not related to the
chosen website, or no attempt was made to complete the section.
Websites
Where can I find an answer to my question? List the website you
chose from the WBI Approved List, plus any websites you consulted
while compiling your word list, gathering supporting data (weather,
population), or writing your conclusion.
8 Three or more websites were consulted in completing the inquiry
project (used for additional data or background information). Each of
the websites, including the chosen Web-Based Inquiry (WBI) site, is
listed by title, http:// address, and last date visited.
6 Two or more websites were consulted in completing the inquiry
project. Each of the websites, including the chosen WBI site, is listed
by title, http:// address, and last date visited.
4 The chosen WBI site is listed by title, http:// address, and last date
visited.
2 The chosen WBI site is listed without proper documentation.
0 An unapproved website is listed or no attempt was made to
complete the section.
Data and analysis
What did I find out?
You must display your summarized data in a table, chart, or graph of
your own design.
16 Well-organized data table or graph, includes all data relevant to
the inquiry question. Data is accurate, units are present, and table
headings or graph axes are labeled. The analysis (average, percent) is
correct and complete.
12 The data table or graph is complete with units, headings, and axes
labeled. Data is accurate and relevant to the inquiry question. The
analysis is complete.
8 Data table or graph is complete with units, headings, and axes
labeled, but additional data should have been collected and recorded.
The analysis of data is acceptable and may or may not relate to the
inquiry question.
4 Minimal data table or graph, lacking some relevant data. Data may
or may not be accurate. Analysis is incomplete or inappropriate to
answer the inquiry question.
0 Minimal data table or graph, incomplete analysis, or several
problems with data collection and analysis, or no attempt was made
to complete the section.
Conclusion
What did I learn? What do my results mean? How does my inquiry
relate to the larger context of the real world?
20 Conclusion is written in five complete sentences, each addressing
one of the following points:

a. Restate your hypothesis. Was your hypothesis supported or

refuted?
b. Summarize important data or results.
c. Suggest implications of your findings. What does this mean on a
larger scale?
d. State an additional unanswered question worthy of further
investigation.
e. Present limitations/errors to your inquiry.
Each sentence thoroughly addresses the outlined points and directly
incorporates all relevant background information and data relating to
the analysis of the inquiry topic. The understanding of the inquiry
topic is advanced.
15 Conclusion is written in five complete sentences, each addressing
one of the points above. Each sentence adequately addresses the
outlined points and incorporates some background information and
data relating to the inquiry topic.
10 Conclusion is written in five complete sentences, each addressing
one of the points above. An attempt is made to incorporate
background information.
5 Conclusion is limited and may not address each of the five points
above. An attempt is made to incorporate data or background
information.
0 Conclusion is limited and does not address each of the five points
above. Conclusion does not relate to the inquiry topic, or no attempt
was made to complete the section.
10 points for successful attachment to the Submission Page
10 points for completing the post-survey immediately
following your submission
100 points total
After choosing and investigating a website, students were asked to design a question that
could be answered using the available data. Over 98% of our students succeeded in this
task. To assist them in researching their chosen topic, students were directed to generate a
list of 610 words that they could use to search the internet. Information gained from an
internet search using the word list could help students throughout the project: from
generating a question to formulating a hypothesis to writing a conclusion. Only a few
students (2%), who listed less than six words, lost points on the word list. To further
conceptualize their topic, students were asked to construct a Thinking Map
(www.thinkingmaps.com) or graphic organizer that appropriately described the relationship
among the word list terms. Bubble maps and flow maps were the most popular style of
graphic organizer; however, some students (~5%) were able to reorganize their thoughts in
a way that implied a thorough comprehension of their topic (Figure 3). Approximately 10% of
students were penalized for not submitting a graphic organizer. These students usually
experienced technical difficulties in developing their graphic organizer or in pasting it into
the template.
Figure 3. Example of a student graphic organizer that displays
developed skill at the comprehension level. The student incorporated
four sets of information: species global abundance, species U.S.
abundance, species taxonomy, and reasons for species decline.

At this point in the Virtual Vee Map, students confirmed their inquiry question, and then
designed a hypothesis that addressed their question and could be tested by the data
available on the website. Most students designed a suitable hypothesis; however,
approximately 10% of students were penalized for not using the required ifthen format.
The data website and any other websites that students consulted were recorded as events
at the bottom point of the Virtual Vee Map. In the laboratory classroom, events constitute a
summary of the experimental procedure; however, for the Virtual Vee Map, students
consulted internet information to find answers to their questions. Of course, the veracity of
the website can pose an issue when students are asked to explore internet information. In
order to limit incorrect information, we chose websites from reliable sources (e.g.,
government, university, and world-renowned newspaper sites) and required students to
clear an alternative website with us prior to designing their Virtual Vee Map. Most students
(85%) correctly referenced their websites and received full credit.
Moving around the point and into the methodological side of the Virtual Vee Map, students
displayed the results of their inquiry by recording the specific data from the website data set
that addressed their hypothesis. The data was summarized (e.g., averages or totals) and
organized into a table or graph form. Most students used a table to reorganize their data.
However, a few students designed bar graphs or pie charts to display their results (Figure 4).
Each of these students received full credit on their Virtual Vee Map assignment, reinforcing
the observation that manipulation and reorganization of data can help students to reach
even higher levels of thinking. Only a handful of students (2%) did not supply an adequate
amount of data to support or refute their hypothesis.

Figure 4. Athough most students displayed their data in a table, these

students
chose to further manipulate their data into a graph.

Finally, students completed their inquiry by writing a conclusion. In the past, we have
discovered that students often fall short in the analysis of their inquiry. Usual conclusions
consist of a restatement of the results and whether the hypothesis was supported or refuted
but do not include any analysis as to the meaning of the results in a larger context. To assist
students in reaching these higher levels of thinking, we prescribed a conclusion consisting of
five thoughts, each to be expressed in one to two sentences (modified from Rutherford,
Forthcoming):
1.
Restate your hypothesis. Was your hypothesis supported or refuted?
2.
Summarize important data or results.
3.
Suggest implications of your findings. What do your results mean on a larger scale?
4.
State an additional unanswered question worthy of further investigation.
5.
Present limitations to or errors in your inquiry.
We observed that most students were able to answer these questions and display
application and analysis levels of thinking concerning their topic (Figure 5). However,
approximately 15% of students lost credit on their conclusion because they did not answer
questions 4 or 5. These questions direct students to analyze and evaluate their project, the
two highest levels of thinking.
Figure 5. Virtual Vee Map for web-based inquiry project. The Virtual
Vee Map engages students in higher levels of thinking, such as
reorganization of ideas and data analysis and interpretation.

Conclusion
Overall, we feel that the Virtual Vee Map assignment was successful in meeting both our
course objectives and the objectives specific to the assignment. Over two semesters, 92% of
students scored a B or better on the assignment, with an average of 74% of students
earning an A or better. In addition, out of 463 students, only 10 were unable to properly
attach their project to the WebCT submission page. Therefore, we feel that this project
helped strengthen students higher-level inquiry skills and technology skills.
We were also pleased with the amount of time the project took for students to complete and
for the graduate assistant to grade. The time that students spent browsing the websites may
have varied from one to five hours; however, once students chose a website, the project
took an average of two to four hours to complete. This completion time is affected, in part,
by the students technological savvy in designing tables or graphs and graphic organizers as
well as using the electronic template file. Due to the large enrollment in this course, this
assignment had to be straightforward to grade. For strong student work, Virtual Vee Maps
were graded in 10 to15 minutes. A poor Virtual Vee Map could take up to 20 minutes to
grade. The comments made by the graduate assistant were kept brief and directed students
to the rubric for a more detailed explanation of their grade.
Following submission of their project, students enrolled in the spring semester completed a
survey. In general, over one-half of students responded positively (score of 6 to 10) to each
of the survey questions (Table 3). Our students were more positive concerning data
collection (80%) and presentation (69%) in the virtual environment than those surveyed by
Lebowtiz (1998) in the more traditional laboratory setting: 37.8% and 57.8%, respectively.
Removing the physical act of performing the experiment and allowing students to

concentrate only on the meaning of the data may have helped them to achieve higher levels
of thinking and therefore have a more positive perception of the experience.
Table 3. Percent of students responding positively and
average student response to each survey question (n = 123).
Survey question
%
Average
Positive
respons
response e
(6-10)
I liked being able to choose a website and
80%
6.5
investigate
a question that interested me. (1 = strongly
disagree,
10 = strongly agree)
I liked figuring out for myself what data I
80%
7.4
should
collect from the website(s). (1 = strongly
disagree,
10 = strongly agree)
I liked designing my own data tables or
69%
7.2
graphs instead
of filling out pre-made tables or graphs. (1 =
strongly
disagree, 10 = strongly agree)
What is the likelihood that you would have
62%
6.9
your
students complete a Virtual Vee Map Project
like
the one you completed? (1 = not likely at all,
10 =
highly likely)
What is the likelihood that you would have
93%
5.9
your
students complete another type of internet
inquiry
project? (1 = not likely at all, 10 = highly
likely)
On a scale of 1 (lowest) to 10 (highest), how 73%
7.8
would you
rate the Virtual Vee Map Project as a useful
assignment
in your professional development?
Because our students are preservice elementary teachers, we were also interested in their
opinion of using the internet to conduct inquiry projects with their future students. While
62% of the preservice teachers felt likely to engage their students in the Virtual Vee Map
Project, an overwhelming 93% of preservice teachers felt that they would use the internet
for a student-directed inquiry project. This difference in opinion may be due to the suitability
of the Virtual Vee Map to upper- rather than lower-elementary grades.

Although our survey questions showed that students generally liked the template and
student-directed nature of the project, we did receive some free-response comments to the
contrary. Students expressed displeasure based on technical issues such as creating tables
or graphs, graphic organizers, and using the electronic template form. In addition, some
students felt that the project took a long time and that they had difficulty designing a
question to get started.
Overall, however, we received some great comments in support of the Virtual Vee Map
Project. A majority of students liked the different components that made up the project.
Comments included:

I liked the self-determined question, internet research, and the layout and design of

the Vee Map. I think it is an excellent part of the science curriculum, and it can even be
adopted by other core subject areas with some modifications in the design.
I liked the independent creativity that was allowed. It definitely enabled me to be

much more engaged. I am now able to see how an inquiry lesson could be made out of
most any type of data.
I enjoyed this layout much better than a lab report.

Students enjoyed researching topics that they were interested in, especially those topics
that were not covered in depth in class or were directly related to their community (e.g.,
Michigan):

I was able to find something that interested me and therefore I was more excited

about doing it.

I liked finding out about the different beaches and their E. coli counts. Before this

assignment I didnt even realize that the information was available to the public.
I enjoyed it a great deal, although I am a research buff. At first I wasnt sure I really

cared about hawk distribution in Michigan, but by the time I finished the project I was
very interested and felt I learned a lot.
Students also enjoyed participating in the inquiry method that developed from this project,
saying:

I liked the fact that it was interesting, and also brought up more questions in my
mind about the website and information I was inquiring about. I also like that we
complete projects in this class that can be used within our own classrooms.
It really made me think a lot! I spent time rehashing ideas and rewriting and

thinking about thingsIt was a bit like a puzzle for me.

Part of the credit for students success in meeting the projects objectives must be given to
Gowin and the design of his Vee Map. Students begin on the conceptual (left) side of the Vee
Map where they are able to apply the thinking skills that they are most confident in using:
knowledge, comprehension, and application (Figure 6). During the time that students are
working on building their conceptual knowledge, the internet is their primary source for
information. They can continually return to the internet for additional information in
designing their graphic organizer and posing their hypothesis. Their depth of understanding

of their topic now becomes evident in the inquiry question and hypothesis that they design
and investigate using the methodological side of the Vee Map.
Figure 6. The Virtual Vee Map highlights the nature of scientific
research.

On the methodological (right) side of the Vee Map, the data and conclusion sections
challenge students to employ higher-level skills to analyze and evaluate their data set in
light of their conceptual research. Using the guided conclusion, students were able to place
their small study into a larger context and describe missing pieces to their research that
could warrant further investigation. In this way, the internet provides a common resource
ground where students can continually find answers to their inquiry questions.
Due to its constructivist nature, the Virtual Vee Map gives students an appreciation for how
scientists conduct investigations (Roehrig, Luft, and Edwards 2001). Rarely does science
follow a linear progression through the scientific method. In fact, Harwood (2004) describes
a model to help students and teachers understand the interplay among the steps of the
scientific method that occurs when scientist perform investigations. The Virtual Vee Map also
highlights the nature of scientific research and emphasizes how the answer to one
investigation can lead to questions that spawn further investigations.
Margaret Coffman (mcoffman@emich.edu) is an associate professor and Leela
Riggs (lriggs@emich.edu) is a masters student in the Department of Biology at Eastern
Michigan University in Ypsilanti, Michigan.
Acknowledgments
The authors would like to thank Dr. Sandra Rutherford for introducing us to the Vee Map and
Dr. Peggy Liggit for her support throughout the project.

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